Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver PMASUP444, 'Plan plant preparation and isolation'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Plan plant preparation and isolation' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. | ||
1 | Confirm scope of work | 1.1 | Examine identified work scope (e.g. what, where, who, when, why, duration and frequency) |
1.2 | Confirm purpose of identified work | ||
1.3 | Identify plant and equipment involved | ||
1.4 | Negotiate any conflicts/inconsistencies with relevant stakeholders | ||
1.5 | Identify possible need for temporary lifting of any isolations | ||
2 | Develop isolation philosophy for work | 2.1 | Apply relevant isolation philosophy/strategy, including type of/hierarchy of isolation and lock out/tag out |
2.2 | Determine implications of isolation | ||
2.3 | Identify physical limits of affected plant and equipment | ||
2.4 | Check suitability and effectiveness of existing isolation procedures | ||
2.5 | Assess possible boundaries for isolations | ||
2.6 | Seek local knowledge for similar isolations and preparations | ||
2.7 | Identify available/permissible preparation strategies, including purging fluids and techniques | ||
2.8 | Draft strategies for isolation and preparation | ||
2.9 | Communicate, as appropriate, with stakeholders | ||
2.10 | Negotiate isolation and preparation conflicts | ||
2.11 | Prepare isolation philosophy for work | ||
3 | Manage hazards | 3.1 | Identify existing hazards of plant, process and materials |
3.2 | Identify hazards associated with performing the isolations and preparation | ||
3.3 | Identify hazards associated with purging/flushing/venting materials | ||
3.4 | Draft strategies for controlling any releases | ||
3.5 | Estimate required preparation durations taking into account factors, such as starting conditions, safe rates of change (pressure, temperature), volumes and pressures required | ||
3.6 | Make recommendations for improvement in accordance with procedures | ||
3.7 | Liaise with technical experts as required | ||
3.8 | Specify types of isolations and locations of isolations required | ||
3.9 | Specify controls to bring hazards to ‘as low as reasonably practicable’ (ALARP) | ||
4 | Plan required isolation and preparation | 4.1 | Determine required sequencing of all steps |
4.2 | Develop isolation procedure | ||
4.3 | Develop preparation procedure | ||
4.4 | Develop decontamination procedures | ||
4.5 | Develop required procedures for plant supplementary systems | ||
4.6 | Verify procedures against relevant drawings and the plant | ||
4.7 | Identify and schedule required pre-work | ||
4.8 | Determine competencies required to complete planned isolations and preparation | ||
4.9 | Plan required de-isolation and preparation for return to service | ||
4.10 | Discuss proposed plans with relevant stakeholders | ||
4.11 | Complete required documentation | ||
5 | Obtain authority to execute plan | 5.1 | Obtain approval to implement the isolation and preparation plan |
5.2 | Obtain approval to implement the de-isolation and preparation for return to service plan | ||
5.3 | Acquire hardware and resources for isolation and de-isolation and preparation for work and return to service | ||